Scenario based method for teaching, learning and assessment

This paper presents some reflections upon the use of a flexible, scenario based, teaching learning and assessment method (TLA) for the delivery of a third level module in Human Computer Interaction (HCI) in a UK university. The method is designed to encourage problem-solving skills amongst students within a delivery framework that is highly flexible and based around dialogue.In the delivery of the course, we have identified seven topic areas that encompass the HCI curriculum and have introduced the notion of 'topic cycles' in which each curriculum area is introduced, researched and discussed before the students are assessed. The cycle applied to the seven topic areas involves the following steps: An introductory lecture, an assessment briefing, group based research and discussion phase, support sessions with online resources and a final assessed seminar. Student feedback, both formal and informal, regularly expresses satisfaction with the method as participants feel that they are treated fairly and maturely.Through this method, we intend to encourage students to adopt a discursive, problem-solving approach to learning and attempt to address the reactive 'surface learning' strategy demonstrated by many students - a problem identified by many studies in Higher Education.The key benefit of this method is its applicability to courses with large cohorts whilst retaining a high degree of student involvement and satisfaction.